1. Written assignment
External assessment

2. Students produce:
an analytical essay (1,200-1,500 words)
A reflective statement ( words)
Externally assessed by IB based on criteria A-E

3. There are 4 stages involved with this assessment
Stage 1: The interactive oral
Focused class discussion 30 minutes in length
Each student is responsible for initiating part of the discussion in at least one IO
The discussion is based on style and context (historical, cultural, social)
There will be an oral for each work this semester: Paradise of the Blind, The Unbearable Lightness of Being, Kafka on the Shore

4. Stage 2: The reflective statement
Completed directly after interactive oral on the following prompt:
How was your understanding of cultural and contextual considerations of the work developed through the interactive oral?
words
Grading based on criterion A

5. Stage 3: Supervised writing
You will write an essay for each novel this semester: Paradise of the Blind, The Unbearable Lightness of Being, Kafka on the Shore
You will get a full class period for each essay
You will choose one of your pieces of supervised writing and develop it into the written assignment that will be submitted for external assessment.
No length requirement, not graded

6. Stage 4: Production of the essay (written assignment)
The essay is developed from one of the pieces of supervised writing completed in class
You will develop your own topic. All topics must be different.
My role is to read your first draft and provide feedback
Length: 1,200-1,500 words (any additional words will not be graded)
The final essay is submitted for assessment along with the reflective statement for that piece
Final essay is assessed based on criteria B,C,D and E

7. Criterion A: Fulfilling the requirements of the reflective statement
• To what extent does the student show how his or her understanding of cultural and contextual elements was developed through the interactive oral?
Note: The word limit for the reflective statement is 300–400 words. If the word limit is exceeded, 1 mark will be deducted.
0: The work does not reach a standard described by the descriptors below.
1: Reflection on the interactive oral shows superficial development of the student’s understanding of cultural and contextual elements.
2: Reflection on the interactive oral shows some development of the student’s
understanding of cultural and contextual elements.
3: Reflection on the interactive oral shows development of the student’s understanding of cultural and contextual elements.

8. Criterion B: Knowledge and understanding
• How effectively has the student used the topic and the essay to show knowledge and understanding of the chosen work?
0: The work does not reach a standard described by the descriptors below.
1–2: The essay shows some knowledge but little understanding of the work used for the assignment.
3–4: The essay shows knowledge and understanding of, and some insight into, the work used for the assignment.
5–6: The essay shows detailed knowledge and understanding of, and perceptive insight into, the work used for the assignment.

9. Criterion C: Appreciation of the writer’s choices
• To what extent does the student appreciate how the writer’s choices of language, structure, technique and style shape meaning?
0: The work does not reach a standard described by the descriptors below.
1–2: There is some mention, but little appreciation, of the ways in which language, structure, technique and style shape meaning.
3–4: There is adequate appreciation of the ways in which language, structure, technique and style shape meaning.
5–6: There is excellent appreciation of the ways in which language, structure, technique and style shape meaning.

10. Criterion D: Organization and development
• How effectively have the ideas been organized, and how well are references to the works integrated into the development of the ideas?
Note: The word limit for the essay is 1,200–1,500 words. If the word limit is exceeded, 2 marks will be deducted.
0: The work does not reach a standard described by the descriptors below.
1: There is some attempt to organize ideas, but little use of examples from the works used.
2: Ideas are superficially organized and developed, with some integrated examples from the works used.
3: Ideas are adequately organized and developed, with appropriately integrated examples from the works used.
4: Ideas are effectively organized and developed, with well-integrated examples from the works used.
5: Ideas are persuasively organized and developed, with effectively integrated examples from the works used.

11. Criterion E: Language
• How clear, varied and accurate is the language?
• How appropriate is the choice of register, style and terminology? (“Register” refers, in this context, to the student’s use of elements such as vocabulary, tone, sentence structure and terminology appropriate to the task.)
0: The work does not reach a standard described by the descriptors below.
1: Language is rarely clear and appropriate; there are many errors in grammar, vocabulary
and sentence construction, and little sense of register and style.
2: Language is sometimes clear and carefully chosen; grammar, vocabulary and sentence
construction are fairly accurate, although errors and inconsistencies are apparent; the
register and style are to some extent appropriate to the task.
3: Language is clear and carefully chosen, with an adequate degree of accuracy in
grammar, vocabulary and sentence construction despite some lapses; register and style
are mostly appropriate to the task.
4: Language is clear and carefully chosen, with a good degree of accuracy in grammar,
vocabulary and sentence construction; register and style are consistently appropriate to
the task.
5: Language is very clear, effective, carefully chosen and precise, with a high degree of
accuracy in grammar, vocabulary and sentence construction; register and style are
effective and appropriate to the task.